Teaching Lab ELA (K-2) Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 182 educators who completed the diagnostic survey, 49 educators who completed the follow-up survey, and 2 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 71% 68% -3 75%
Trust in fellow teachers 86% 85% -1 100%
Connectedness to fellow teachers 82% 79% -3 100%
Have influence over professional learning 39% 32% -7 0%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 76% 74% -2 100%
n = 142 n = 47 n = 2

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 57% 61% 5 70%
ELA instructional shifts 47% 50% 3 30%
Fluency 52% 48% -4 40%
Text complexity 56% 68% 12 80%
Close reading 66% 70% 4 90%
Building knowledge 50% 51% 2 100%
Supporting students with unfinished learning 67% 76% 9 100%
n = 182 n = 48 n = 2

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 85% 50% -35 NA
Whether the lesson is focused on a high-quality text or task 83% 50% -33 NA
Whether the questions and tasks address the analytical thinking required by the grade-level standards 83% 50% -33 NA
Whether all students have opportunities to engage in the work of the lesson 88% 50% -38 NA
n = 40 n = 2 n = 0

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 50%
The questions and tasks address the analytical thinking required by the grade-level standards 100% 50%
All students have opportunities to engage in the work of the lesson 100% 50%

1 n = 2

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improve my own instructional practice 26%
Share information or resources with teachers 22%
Lead PLC meetings for teachers 19%
Coach teachers 19%
Lead professional learning for teachers 11%
We haven't had a lot of opportunity to share out yet. 4%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Participant Feedback from Legacy Early College

Teaching Lab Performance on Participant Feedback Questions for Legacy Early College
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
83% 84% 69% NA 89%

Participant Feedback from Evangeline Parish, LA

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
82% 78% 59% NA 92%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

Considering that this course was done online, I was able
to follow the facilitators and have discussions with my
colleagues.

Everything went well. Thank you for the opportunity.

Discussions in the zoom meetings were very helpful.

This course was great with Justin.  I really liked how we
went into small groups and actually explored the materials
with useful tools such as the planning box.

I appreciate the conversations and planning time with my
team and with others. It allows me to continue to push my
thinking.

There was plenty of time for the activities, and the topics
were relevant.

The new design and content of Guidebooks 9-12 was presented
effectively.

Learning that writing is still a key concept that needs more
in depth attention and instruction.

Looking at the overview of the modules and then each
component specifically

Lots of good ideas came from other grade level students.

Comments on Improving Experience
Quotes from "What could have improved your experience?"

More people to actually participate instead of just login
and sit idle.

Perhaps, it would have been helpful to receive specific
feedback on assignments submitted. Zoom meetings were
sometimes a little long.

A little more collaboration in the morning session would
have been great.

If I would have had more time to get small groups
implemented when we had a consistent schedule. The virtual
snow days, late starts, and addition of new students made
this task much more difficult.

Would have liked to have the documents for POP ahead of
time?? Not a big deal though.

more breakout rooms by school site (these were SO
productive) or even a choice for how we would be split into
breakouts

Is there a way to put the documents we use into a folder or
into one document so we don't have to have so many tabs open
as once?

How do I get a copy of the Nearpod slides, so I can go back
to them?

Better access to the materials at home. It seemed we had to
search for several things.

More time to develop these activities listed above.

Additional Comments
Quotes from "Do you have additional comments?"

I hope to participate in this type of course again because
it was well -structured and engaging. We need more equity in
teaching and the world really.

I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding.

Thanks for everything you did to prepare this today.

In general, I don't think I fully understood the inquiry
cycle progression until day 4 or 5. Today's reflect helped
put it all into perspective.

As an admin, I find that the requirements were overwhelming
but extremely useful. Because of the climate, it was a bit
challenging as I'm also supporting my principal with the
re-opening process. All in all, assignments scheduled were
quite appropriate to fully understand the curriculum.

I hope we can get an additional follow up training in the
spring just to see how we all are doing. I know it's wishful
thinking. But I would really appreciate it (with the same
instructors).

Having the main facilitator delivering the lessons and
the second managing everything else was a really solid
structure. Keep doing that.

The facilitators were very generous with their (over)time
and knowledge!

Thank you for all your hard work putting these sessions
together!

Good to communicate with experienced teachers of guidebooks

NPS

The overall nps for ELA (K-2) content in 2020-2021 was 45.62.


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

Return to Website

info@teachinglab.org